The purpose of this study was to determine if certain
identified educational strategies would have an effect on the
success of at-risk students at the secondary level.
Specifically, would school involvement and a mentor program
have an effect on students' attendance, grade point average,
and self-esteem.
An examination of related literature indicated no one
factor or specific combination of factors clearly determined
which student would be at-risk. The literature further
indicated that most researchers agree on a general list of
educational factors that can effect student success. The
study group of ninth grade at-risk students was determined by
the following criteria:
1) a grade point average of 2.0 or lower,
2) 15 days or more absences during their
eighth grade year,
3) a California Aptitude Test score between
30 and 50 percentile in Math, and
4) a California Aptitude Test score between
30 and 50 percentile in Reading.
This study's results determined that certain educational
strategies did effect at-risk students' success. Analysis of
the individual student results, showed improvement, in at
least, one of the identified areas. In the area of
attendance, four of the subjects showed marked improvement.
Four subjects showed progress in grade point averages; six of
the subjects showed a positive change towards school and
concerning the subjects' attitudes towards home; five students
made a positive transformation.
However, inspite of some individual improvement, there
was no statistical improvement in the group in toto. / Graduation date: 1993
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37431 |
| Date | 17 November 1992 |
| Creators | Yann, Judith A. |
| Contributors | Phelps, David |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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